Digital Transformation and Sustainable Education: A Framework for Integrating Multimodal VR into TVET

Abstract

In the current era of educational digitalization, Learning Management Systems (LMS) serve as the critical backbone of online learning for content delivery, administration, and communication. This study addresses key limitations in delivering hands-on training for online Technical and Vocational Education and Training (TVET), using Malaysian automotive programs as a case. It develops and provides an initial validation for a sustainable Virtual Reality-LMS (VR-LMS) framework to explore its potential to enhance immersive learning, engagement, and skill assessment. This study firstly triangulated literature, stakeholder interviews, and national data to define the problem and quantitatively evaluated a VR intervention with 100 automotive engineering students using an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model; further designed a validated multimodal VR-LMS conceptual model; and finally developed a sustainable implementation strategy. Results show high training performance (M = 92.55) and examination achievement (M = 89.78). Structural Equation Modeling indicated that Performance Expectancy (β = 0.78), Hedonic Motivation (β = 0.25), and Effort Expectancy (β = 0.45) are significant predictors, with the model explaining 66.3% of the variance in learning outcomes (R2 = 0.663). The findings provide integrated empirical evidence that embedding multimodal VR into an LMS can contribute to creating a more sustainable and effective educational model by fostering engagement, practical competence, and instructional effectiveness, which offers a promising sustainable solution framework for TVET institutions, educators, and policymakers, aligning with Malaysia’s digital transformation and workforce development agendas.